Che cos’è T-SEDA?
T-SEDA è l’acronimo di “Toolkit for Systematic Educational Dialogue Analysis”, ovvero “Toolkit per l’Analisi Sistematica del Dialogo Educativo”. Si tratta di una raccolta di strumenti e risorse pensate per aiutarti a promuovere un dialogo di alta qualità nel tuo contesto di insegnamento e apprendimento. Queste sono disponibili sotto licenza Creative Common BY Attribuzione, permettendone il riutilizzo e la modifica.
Il toolkit può supportarti nella conduzione di un’inchiesta riflessiva, per scoprire di più sul dialogo nel tuo ambiente e realizzare i cambiamenti che vorresti vedere.
Perché usare T-SEDA?
Il dialogo è associato a benefici per l’apprendimento e a una maggiore partecipazione di studenti e studentesse. Il kit di strumenti offre molto supporto pratico per sviluppare approcci dialogici nel proprio contesto.
Ad oggi, T-SEDA è stato utilizzato da 100 operatori in almeno 15 Paesi.
Per chi è T-SEDA?
Professionisti che lavorano nell’educazione a qualsiasi livello:
- Con studentesse e studenti di qualsiasi età, dai bambini agli adulti.
- Con college e colleghi di lavoro
- In qualsiasi materia o area di interesse
Dove può essere usato?
- Ambienti di apprendimento faccia a faccia o online
- Ambienti formali come le aule scolastiche e i seminari universitari
- Ambienti informali come mini-club per bambine-i e gruppi di vario tipo nei contesti associativi
Prova T-SEDA! Invitiamo chiunque fosse interessato – insegnanti, docenti, dirigenti scolastici e responsabili dello sviluppo professionale – a provare T-SEDA. Per saperne di più, è possibile consultare i mini-corsi introduttivi qui sotto, appositamente pensati per una fruizione autonoma.
T-SEDA Courses
Camtree offer corsi attualmente in inglese, per aiutare gli e le insegnanti a usare il kit di strumenti T-SEDA, supportandoti così nello sviluppo di un dialogo di alta qualità nel tuo contesto di apprendimento.
- D101: Che cos’è il dialogo educativo?
- D102: In che misura la tua pratica può essere considerata dialogica?
- D103: Inchiesta riflessiva con T-SEDA
D101: What is educational dialogue?
This is the first of three free, introductory, Level 1 courses about Educational Dialogue from Camtree. It introduces the idea of educational dialogue and T-SEDA: the Toolkit for Systematic Educational Dialogue Analysis. The course will take you about 25-30 minutes. You will need to be a registered Camtree member
D102: How dialogic is your practice?
This is the second of three free, introductory, Level 1 courses about Educational Dialogue from Camtree. It involves you in auditing your existing practice and introduces the T-SEDA coding scheme. The course will take you about 25-30 minutes. You will need to be a registered Camtree member
D103: Reflective inquiry with T-SEDA
This is the third of three free, introductory, Level 1 courses about Educational Dialogue from Camtree. It introduces the T-SEDA reflective cycle and prepares you to undertake an inquiry into an aspect of educational dialogue. The course will take you about 25-30 minutes. You will need to be a registered Camtree member
D200: T-SEDA: A model for inquiry
Sorry, but you do not have permission to view this content.
T-SEDA nella Libreria Digitale di Camtree
Se hai utilizzato T-SEDA per svolgere un’inchiesta sulla pratica, ti incoraggiamo a documentarla, utilizzando uno dei modelli di rapporto di ricerca di Camtree, per pubblicarla nella Libreria Digitale di Camtree. Di seguito sono riportati alcuni dei rapporti più recenti pubblicati (attualmente solo in inglese), da persone che hanno utilizzato T-SEDA.
- Boissard, Bénédicte: Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec
Setting: Upper secondary education, Canada Added: 12-02-2024 Permalink: https://hdl.handle.net/20.500.14069/446 - Boissard, Bénédicte: T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses
Setting: Upper secondary education, Canada Added: 28-03-2023 Permalink: https://hdl.handle.net/20.500.14069/44 - Feliciani, Karolyn: How can microblogging be used to facilitate an online community of practice and increase dialogic thinking?
Setting: Short-cycle tertiary education, Pakistan Added: 26-02-2023 Permalink: https://hdl.handle.net/20.500.14069/43 - West, Rachel: How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board?
Setting: Lower secondary education, United States of America Added: 07-11-2022 Permalink: https://hdl.handle.net/20.500.14069/41 - Connolly, Liam: Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development
Setting: Primary education, United Kingdom Added: 28-09-2022 Permalink: https://hdl.handle.net/20.500.14069/32
Puoi trovare questi e altri rapporti, insieme a risorse sviluppate da educatori ed esempi di strumenti T-SEDA, nella Libreria Digitale di Camtree.
Contattaci
Siamo interessati a ricevere feedback su qualsiasi aspetto dei materiali T-SEDA e incorporiamo costantemente nel toolkit i riscontri che riceviamo. Contattaci, condividendo suggerimenti, commenti o risorse adattate.
Registrati QUI nella mailing list e rimani aggiornato su T-SEDA
Ulteriori informazioni: T-SEDA@educ.cam.ac.uk
Team di ricerca: Prof. Sara Hennessy (sch30@cam.ac.uk)
Cambridge Educational Dialogue Research Group
Per citare T-SEDA toolkit: T-SEDA Collective (2023). Toolkit for Systematic Educational Dialogue Analysis (T-SEDA): A resource for inquiry into practice. v.9. University of Cambridge. http://bit.ly/T-SEDA
Sara Hennessy, Ruth Kershner, Elisa Calcagni, Farah Ahmed, Victoria Cook, Laura Kerslake, Lisa Lee and Maria Vrikki of the University of Cambridge Faculty of Education, and Nube Estrada and Flora Hernández of the National Autonomous University of Mexico. We are very grateful to the numerous colleagues who have contributed in some way or other to T-SEDA development over the last few years. This includes those who assisted with translation into Spanish, Chinese, French, Arabic, Italian, Japanese, Hebrew, Norwegian, Portuguese, and Dutch (Ana Laura Trigo Clapés, Elisa de Padua, Elisa Izquierdo, Qian Liu, Yun Long, Ji Ying, Chih Ching Chang, Delphine Cestonaro, Benzi Slakmon, Orianne Monashe, Orly Shapira, Haydeé Ceballos, Keiko Aramaki, Tomonori Ichiyanagi, Ayano Ikeda, Kaori Kanai, Naomi Kagawa, Kiyomi Shijo, Lu Xiaoyun, Arwa Al Qassim, Chiara Piccini, Patricia Brooks, Ingvill Rasmussen, Leonie Johann, Luwei Bai).
The original work on T-SEDA (and its precursor SEDA) was supported by the British Academy (International Partnership and Mobility Scheme) through the 3-year project entitled “A Tool for Analysing Dialogic Interactions in Classrooms” (2013-2015), led by Sara Hennessy and Sylvia Rojas-Drummond at the University of Cambridge, UK, and the National Autonomous University of Mexico: http://tinyurl.com/BAdialogue. The Mexican work was supported by the Dirección General de Asuntos del Personal Académico of the National Autonomous University of Mexico (DGAPA-UNAM) (PAPIIT Project Number: IN303313 and PAPIME Number: PE305814). We appreciate the support of the Economic and Social Research Council (RES063270081; RES000230825), sponsor of most of the UK team’s preceding work in this area. Our most recent ESRC project (ES/M007103/1) entitled ‘Classroom Dialogue: Does it Make a Difference for Student Learning?’ (Christine Howe, Sara Hennessy, Neil Mercer, Maria Vrikki & Lisa Wheatley, 2015-17: http://tinyurl.com/ESRCdialogue) drew on SEDA to develop CDAS, a new 12-category scheme and rating scales, testing them extensively with a large sample of 72 teachers of children aged 10-11. Statistical analyses of the relationships between dialogic teaching and student attainment and attitudes produced findings that have shaped this version of the toolkit. An ESRC Impact Acceleration grant supported further development of the toolkit and trials across diverse educational contexts in seven countries in 2018-19.
T-SEDA is used globally by practitioners from pre-school years to higher education. We thank all of the facilitators, teachers and students who participated in our research and testing across several countries from which examples in this toolkit have been taken with their kind permission. Some names have been changed where teachers wished to remain anonymous. Photographs appearing in the toolkit are derived from our research studies; permissions have been received to use them for educational purposes.
